Blog

The INEE Blog is an open space for sharing opinions, resources, developments, and discussions on topics relevant to education in emergencies. It is a place to engage the INEE community and raise awareness about issues important to our field of work. INEE publishes blog posts in Arabic, English, French, Portuguese, and Spanish.

To submit content for consideration, please use the contact form.

Transforming our understanding of refugee teachers and teaching in contexts of forced displacement

Written by
Chris Henderson
Published by
Inter-agency Network for Education in Emergencies (INEE)
Published

In refugee-hosting contexts, teachers contribute more to children’s learning and well-being than any other school-level factor. However, despite their crucial role and the challenging context in which they ensure learning continuity, refugee teachers often do not receive the support they need.

Advancing Commitments to Girls Education: INEE gender resources to watch out for in June

Written by
Lauren Gerken and Sumbal Bashir
Published by
Inter-agency Network for Education in Emergencies (INEE)
Published

June 2022 marks four years since G7 Leaders came together to adopt the Charlevoix Declaration on Quality Education. In the lead up to the 48th G7 Summit, INEE is excited to share some new gender events and resources we have lined up in the coming weeks. 

Localising power and responsibility for education through community-based structures

Written by
Kate Sykes, Link Education International; Obert Chigodora, Plan International; Isabel Pearson, International Rescue Committee
Published by
Inter-agency Network for Education in Emergencies (INEE)
Published

A Thematic Review by the Girls’ Education Challenge (GEC) explored how structures from within the community – or community-based structures (CBSs) – contributed to the successful implementation of interventions during the COVID-19 pandemic. It identified six key factors which were present in projects which successfully adapted to this new way of working.
 

Teacher Stories: Shakiba - Greece

Published by
Inter-agency Network for Education in Emergencies (INEE)
Published

This story of Shakiba, a kindergarten teacher from Afghanistan in Greece, was collected as part of TiCC Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

INEE Charlevoix Funding Dashboard: Strengthening accountability for commitments to girls’ education

Written by
Lauren Gerken and Sumbal Bashir, INEE
Published by
Inter-agency Network for Education in Emergencies (INEE)
Published

To what extent have pledges from the Charlevoix Declaration on Quality Education been operationalized, and what has been achieved as a result of these commitments? To answer this question, the INEE Reference Group on Girls’ Education in Emergencies, with the support of Global Affairs Canada, has developed the Charlevoix Funding Dashboard. 

Guiding Principles for Partnerships in Education in Emergencies

Written by
Francine Menashy & Zeena Zakharia
Published by
Inter-agency Network for Education in Emergencies (INEE)
Published

This blog contributed by Dr Francine Menashy, Associate Professor, Faculty of Education at Brock University (Canada) and Zeena Zakharia, Assistant Professor of International Education Policy, University of Maryland, College Park (USA) questions ‘how might we transform relationships in education in emergencies?’ and point to a new study on partnerships to show the way.  

How do you support refugee teacher mental health when stigma stands in the way?

Written by
Chris Henderson
Published by
Inter-agency Network for Education in Emergencies (INEE)
Published

In this blog, Chris Henderson shares reflections from his research on the challenge of addressing teacher mental health in crisis contexts, especially when stigma and precarious employment conditions inhibit teachers’ willingness to share.

How can we improve learning outcomes for adolescents in fragile contexts?

Written by
Alessio Baldaccini, UNHCR; Giti Carli Mohn, UNICEF; Rachael Lumley, Plan International
Published by
Secondary Education Working Group
Published

A recent rapid evidence review commissioned by the Secondary Education Working Group (SEWG) synthesized evidence on improving learning outcomes for adolescents in contexts of fragility and crisis – with a focus on adolescent girls/young women and adolescents with disabilities (AwDs).